TeacherÕs EditionGillian Flaherty and James Bean

Illustrated by Chantal Kees

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Published and distributed byLadder Korea Inc.B-45 COEX World Trade CenterKangnam-Ku Samsung-Dong Seoul 135-731Telephone 02-6000-8323 Facsimile 02-6000-8322Publishing License No: 16-2097 registered on January 13, 2000Publisher: Don-Gap Choi dongapchoi@hanafos.com

Created and developed byInternational Language Teaching Services Pty Ltd4/2 Forsyth StreetGlebe NSW 2037Australia

First published 2006Copyright © 2006 International Language Teaching Services Pty Ltd

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the copyright holder.

Editor: James BeanIllustrator: Chantal KeesCover and text design: ILTS Pty Ltd

ISBN

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ContentsIntroduction 4

Scope and sequence 6

Unit 1 There is, there are 9

Unit 2 How many? 17

Unit 3 Countable and non-countable nouns 25

Unit 4 I like 33

Unit 5 Next to, between, in front of, and behind 41

Test 1 49

Unit 6 Whose? 51

Unit 7 Who? Where? What? 59

Unit 8 When? 67

Unit 9 Have, has, its, and their 75

Unit 10 Always, sometimes, and never 83

Test 2 91

Grammar Round-up 93

Test answer keys 95

IntroductionWelcome to Grammar Club! In writing this series, we have aimed to makelearning English grammar lively and engaging for primary students. At thestart of the book, students meet four young friends Ð Danny, Sarah, Meg,and Henry Ð the members of the ÒGrammar Club.Ó These characters guidestudents through the book, showing them how to use new grammarstructures in familiar contexts. The delightful illustrations in the book aredesigned to make contexts and meanings clear. In Grammar Club, grammarreally comes to life!

How to use Grammar Club

The StudentÕs Book is divided into ten six-page units, each with its owntheme.

The opening page of each unit gives an overview of the unitÕs content. Atthe top of the page is a context-setting picture. Encourage students to talkabout this picture. Ask questions such as Who is in the picture? Where ishe/she? Where are they? What is he/she doing? What are they doing? and Whatelse can you see in the picture? Say the language that appears in the ÒspeechbubblesÓ in these pictures; say it clearly and ask students to repeat it.Where possible, demonstrate the language using objects in the classroom.

In the middle of the page is a vocabulary activity that introduces the keywords for the unit. This consolidates the theme of the unit.

At the bottom of the page is a summary of the grammar structurespresented in the unit. This is designed as a reference for teachers andstudents. You may choose to read through it with students, but it is notnecessary to do so. The same information is introduced gradually throughthe unit. You may find it useful to refer to throughout the lesson, and somestudents may want to refer to it while completing activities.

In each unit, the opening page is followed by four pages of activities. Thisis where new structures are presented and students can practice usingthem. There is a wide variety of activities, including drawing activities andpuzzles. The activities are graded within each unit, so students can developskills and then use the language they have learned with confidence. Checkthe answers after students have completed the activities. You can do thiswith the whole class, eliciting answers from students, or have studentscheck their answers in pairs.

The final page of each unit is a review page, covering the main structuresof the unit. Some review pages also contain personalized activities in

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which students write about themselves using the structures they havelearned.

At the end of the book, students complete ÒGrammar Round-upÓ a reviewactivity covering all ten units. The answers for ÒGrammar Round-upÓ areprovided in the StudentÕs Book so students can check their own work.They can then fill out a ÒGrammar ClubÓ certificate saying they aremembers of the club. You might like to sign this certificate for them.

The TeacherÕs Edition contains step-by-step guidance to help you use theStudentÕs Book effectively with your class. The language structures, samplelanguage and key vocabulary for each unit are provided as well as theanswers to all questions. There are also two review tests: Test 1 reviewsUnits 1 to 5, and Test 2 reviews Units 6 to 10. These tests may bephotocopied for classroom use or self-study.

We hope you find Grammar Club an enjoyable and stimulating resource foryour classroom.

Gillian Flaherty and James Bean

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Unit 1Page 9There is,

there are

Theme:In the park

Unit 2Page 15How many?

Theme:A birthday party

Unit 3Page 21Countable and

non-countable

nouns

Theme:Shopping

Unit 4Page 27I like

Theme:On a picnic

Unit 5Page 33Next to,

between, in

front of, andbehind

Theme:

StructuresThere is, there are

"Yes/No" questions with Isthere…? and Are there…?

Prepositional phrases withon and in

Questions with How

many…are there?

There is, there are

Irregular plural: one child,two children

Adjectives

Countable nounsSome used before pluralcountable nounsNon-countable nounsSome used before non-countable nouns"Yes/No" questions withDo you…?

Present simple of the verb to like

"Yes/No" questions withDo you…? and Does

he/she…?

Irregular plurals: twotomatoes, two potatoes

Don’t and doesn’t

Questions with Where…?

Prepositions of place: next

to, between, in front of,

behind

Contractions: it’s, he’s,

she’s

Sample languageThere is a slide.There are two swings.Is there a slide?Are there two slides?There are three duckson the pond.There is a kite in the sky.

How many balloons arethere?There is one balloon. There are six balloons.There are three children. How many smallpresents are there?

I have six eggs.I want some carrots.I want some water.Do you want somebread?

I like chocolate.He likes yogurt.Do you like tomatoes?Does he like grapes?I don’t like hot dogs.She doesn’t like beans.

Where is the rabbit?The rabbit is next to thelamp.It’s between the lampand the book.She’s in front of thedresser.It’s behind the chair.

Key vocabularyswing, seesaw,slide, jungle gym,merry-go-round,bench, pond, duck,drinking fountain,kite, tree, sky, bird

candle, balloon,card, cake, pizza,present, drink,piece, child,children, big, small,red, yellow, green,orange

egg, carrot, onion,apple, banana,orange, milk, water,rice, soup, juice,cheese, bread

chocolate, beans,grapes, yogurt, hot dog, chicken,tomato, potato,milk, onions, ice cream, cheese

bookcase, chair,wardrobe, lamp,dresser, curtains,clock, rabbit,green, black, red,yellow, blue,orange

Scope and sequence

In the bedroom

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Unit 6Page 39Whose?

Theme:Art

Unit 7Page 45Who? Where?

What?

Theme:Hobbies and sports

Unit 8Page 51When?

Theme:My day(routines)

Unit 9Page 57Have, has,

its, and their

Theme:Hair(appearance)

Unit 10Page 63Always,

sometimes,

and never

Theme:After-school activities

StructuresQuestions withWhose…?

Possessive ’sPossessiveadjectives: my, your

Questions withWho…? Where…?

and What…?

Present continuousfor something that ishappening now

Present simple forroutinesTimesAt for timesQuestions withWhen…?

Describing physicalappearance usinghave and has

Adjectives"Yes/No" questionswith Does he/she…?

Possessive pronouns:its, their

Adverbs offrequency: always,

sometimes, andnever

Present simple forroutines

Sample languageWhose pencil is this?It’s Tina’s pencil.This is my drawing.This is your crayon.Meg’s painting is big.

Who is that?That’s Polly.Where does she live? She lives in England.What is she doing? She is reading a book.What is that?It’s a surfboard.

I get up at seven o’clock.I go to bed at eightthirty.When do you go toschool?When does he eatlunch?

I have straight black hair.Sally has brown eyes.We have long legs.Does he have big feet?Their eyes are blue.Its fur is brown.

I always do myhomework.She sometimes watches TV.He never cleans hisroom.

Key vocabularypainting, paints, paper,crayon, pencil, drawing,paintbrush, big, small,yellow, blue, black,white, green, red

pen pal, writing a letter,gardening, surfing,surfboard, reading, ridinga horse, playing, chess,football, baseball, bat,trumpet, spade, Canada,the USA, England,Australia, Germany

get up, go to school, goto bed, go home, eat,breakfast, lunch, dinner,o’clock, fifteen, thirty,forty-five

short, long, curly,straight, blond, brown,black, white, blue, green,orange, pink, small, big,hair, eyes, ears, legs,feet, fur

do homework, watch TV,feed, dog, take for awalk, clean, room, setthe table, have a snack,Monday, Tuesday,Wednesday, Thursday,Friday, Saturday, Sunday

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Unit 1 There is, there are

Page 9Ask students to look at the picture at the top of the page. Ask them whereDanny and Sarah are, and what they are doing. (They are playing on swings.)Ask them how many swings they can see in the picture (two), and where theymight see swings (in a park or playground). Say the sentence There are twoswings and ask students to repeat it.Words to learn: In the parkWrite the words.Beneath each small picture, students write the correct word or phrase from thelist. You can ask students to check their answers in pairs.

Page 10 Ask students to look at the large picture of the park, and then ask them toread the sentences on the left of the picture: There is a slide and There are twoswings. This introduces There is and There are. Explain that we use There is witha singular noun and There are with a plural noun.A. Look at the picture. Write There is or There are.Students write There is or There are depending on whether the nouns aresingular or plural. All the things in these sentences can be found in thepicture. Ask students to find them.B. Put the words in the correct order.Show students how the words two, are, There, seesaws can be rearranged tomake the sentence There are two seesaws. Students write sentences byrearranging the words into the correct order.

Page 11Ask students to read the questions and answers on the right of the picture.This introduces ÒYes/NoÓ questions with Is thereÉ? and Are thereÉ? All thequestions relate to what can be seen in the picture. C. Look at the picture. Check the correct answer.Students look for the objects in the picture and then check Yes, there is or No,there isnÕt according to what they find. These nouns are all singular.

ThemeIn the park

StructuresThere is, there are

"Yes/No" questions with Isthere…? and Are there…?

Prepositional phrases withon and in

Sample languageThere is a slide.There are two swings.Is there a slide?Are there two slides?There are three duckson the pond.There is a kite in the sky.

Key vocabularyswing, seesaw,slide, jungle gym,merry-go-round,bench, pond, duck,drinking fountain,kite, tree, sky, bird

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10

D. Look at the picture. Check the correct answer.Students look for the objects in the picture and then check Yes, there are or No,there arenÕt according to what they find. Students need to count the objects toanswer the questions. These nouns are all plural.

Page 12The illustration at the top of the page introduces the use of prepositionalphrases (such as on the pond) in There is/There are sentences. Ask students tolook at the illustration and read the sentence There are three ducks on the pond.You could demonstrate this in class by placing four books on a desk, forexample, and saying There are four books on the desk.E. Write the correct words.Students look at the pictures and then complete the sentences by writing themissing words. They need to choose between is and are, and boys and girls.

Page 13

F. Match the people to the places.Students look at the picture at the top of the page, and then draw lines toconnect the two parts of each sentence.G. Write the correct words. Students look at the pictures beside the sentences and then complete thesentences by writing the missing words.

Page 14 Review

A. Find the mistakes in these sentences. Then write the sentencescorrectly.This is an error correction activity. Students identify the mistakes in thesentences, then cross out the mistakes and rewrite the sentences correctly. Allthe sentences contain mistakes.B. Write and draw.Students look at the incomplete sentences and then draw any number theylike of the things or people (kites in the sky, birds in the tree, boys on theseesaw). Then they write There are and the correct number, so that eachsentence describes what they have drawn. Students can compare theirdrawings and sentences with other students.

1Unit

1

singular plural

There is… There are…There is a slide. There are two swings.

To make a question, we put is or are at the beginning of thesentence.Is there a slide? Are there two slides? Yes, there is. No, there aren’t.

isn’t = is not aren’t = are not

There is, there are

Words to learn: In the parkWrite the words.

_____________ _____________ _____________ _____________

________________ ________________ ________________

benchseesawslideponddrinking fountainjungle gymmerry-go-round

seesaw slide pond drinking fountain

bench jungle gym merry-go-round

There are two swings.

Student’s Book 9

Student’s Book 10

A. Look at the picture. Write There isor There are.

1. _______________ a pond.

2. _______________ two seesaws.

3. _______________ a jungle gym.

4. _______________ four benches.

5. _______________ a drinking fountain.

6. _______________ a merry-go-round.

B. Put the words in the correct order.

1. two / are / There / seesaws ______________________________

2. slide / is / a / There ______________________________

3. benches / There / four / are ______________________________

4. There / a / is / pond ______________________________

1 There is, there are

There are two seesaws.

There isThere areThere isThere areThere isThere is

There is a slide.

There are four benches.

There is a pond.

two are There seesaws

slide ais

There four arebenches

a pondThere is

There

There is a slide.There are two swings.

Student’s Book 11

C. Look at the picture. Check the correct answer.1. Is there a jungle gym? Yes, there is. n

No, there isn’t. n2. Is there a school? Yes, there is. n

No, there isn’t. n3. Is there a merry-go-round? Yes, there is. n

No, there isn’t. n4. Is there a pond? Yes, there is. n

No, there isn’t. n

1 There is, there are

4

44

4

Is there a slide? Yes, there is.Is there a house? No, there isn’t.Are there two seesaws? Yes, there are.Are there three slides? No, there aren’t.

D. Look at the picture. Check the correct answer.1. Are there two ponds? Yes, there are. n

No, there aren’t. n2. Are there four benches? Yes, there are. n

No, there aren’t. n3. Are there two jungle gyms? Yes, there are. n

No, there aren’t. n4. Are there two swings? Yes, there are. n

No, there aren’t. n

44

44

There are three ducks on the pond.

E. Write the correct words.

1. There _______ a _________ on the slide.

2. There _______ two _________ on the slide.

3. There _______ three _________ on the slide.

4. There _______ a _________ on the bench.

5. There _______ two _________ on the bench.

6. There _______ three _________ on the bench.

1 There is, there are

is boy

are boys

are boys

are girls

are girls

is girl

Student’s Book 12

F. Match the people to the places.

1. There is a girl on the bench.

2. There are two girls on the swing.

3. There are two boys on the merry-go-round.

4. There are three boys on the seesaw.

5. There are three girls on the jungle gym.

G. Write the correct words.

1. There ______________ kite in the sky.

2. There ______________ kites in the sky.

3. There ______________ birds in the tree.

4. There ______________ duck on the pond.

1 There is, there are

is a

is a

are two

are three

Student’s Book 13

Review

A. Find the mistakes in these sentences. Then write the sentences correctly.

1. There is two swings. __________________________

2. There are a slide. __________________________

3. There are three duck. __________________________

4. There is four benches. __________________________

B. Write and draw.

1. _____________________ ducks on the pond.

2. _____________________ kites in the sky.

3. _____________________ birds in the tree.

4. _____________________ boys on the seesaw.

1 There is, there are

There are two swings.

There is a slide.

There are three ducks.

There are four benches.

There are four

Student’s Book 14

17

Unit 2 How many?

Page 15Ask students to look at the picture at the top of the page. Ask them what ishappening in the picture. (Henry is having a birthday party and his mother isbringing a birthday cake to the table.) Make sure students understand whatcandles are. Say the question and answer: How many candles are there? Thereare eight candles. Ask students to repeat the question and the answer. Youcould also ask the students how old they think Henry is today. (Eight candleson the cake means that this is his eighth birthday.)Words to learn: A birthday partyWrite the words.Beneath each small picture, students write the correct word from the list. Youcan ask students to check their answers in pairs.

Page 16The illustration at the top of the page introduces questions with HowmanyÉare there? Ask students to read the questions and answers. You couldask them to point to the cake and the two tables in the picture. Note that wealways use are there in How many questions, even when the answer issingular: How many cakes are there? There is one cake. A. Write are there. Then write the numbers.Students count the objects in the illustration at the top of the page. They thencomplete the questions and answers by writing are there in the questions, andwriting the correct number in the answers. The numbers are all given in the box.

Page 17The illustration at the top of the page introduces the concept of pieces ofsomething. There is a single pizza in the left-hand picture. In the right-handpicture the pizza has been cut into eight pieces.B. Write the sentences.Students write complete sentences describing how many pieces of pizza areleft in each picture, and beginning with There areÉ Note that for the lastsentence, the beginning is given: There isÉ

ThemeA birthdayparty

StructuresQuestions with How

many…are there?

There is, there are

Irregular plural: one child,two children

Adjectives

Sample languageHow many balloons arethere?There is one balloon. There are six balloons.There are three children. How many smallpresents are there?

Key vocabularycandle, balloon,card, cake, pizza,present, drink,piece, child,children, big, small,red, yellow, green,orange

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Page 18The illustration at the top of the page consolidates the use of There is and Thereare, and introduces the irregular plural children (the plural of child). You coulddemonstrate this in class by asking How many boys are there in this class? Howmany girls are there in this class? and How many children are there in this class?C. Answer the questions.Students count the total number of children in each picture and then countthe number of boys and girls. They answer the questions accordingly. Notethe need for There is for the singular answers to questions about picture 3.

Page 19

D. Put the words in the correct order. Then answer the questions.Show students how the words presents, How, there, small, are, many can berearranged to make the question How many small presents are there? Studentswrite questions by rearranging the words into the correct order. They thenwrite the answers to the questions by referring to the pictures.

Page 20 Review

A. Count the things and write the answers.Students answer the questions by counting the objects in the grid and writingcomplete sentences using There are or There is.B. Write and draw.Students complete the questions and answers by writing How many, and Thereare or There is. They then draw the objects described.

2Unit

2

Student’s Book 15

To ask about a number of things, we use How many…?

How many balloons are there? There is one balloon. There are six balloons.

Irregular plural: one child – two children

How many?

Words to learn: A birthday partyWrite the words.

_____________ _____________ _____________

_____________ _____________ _____________

How many candles are there?

There are eight candles.

ballooncakepresentcardpizzadrink

cake balloon present

drink card pizza

How many cakes are there? How many tables are there?There is one cake. There are two tables.

A. Write are there. Then write the numbers.

1. How many balloons ________________?

There are ___________ balloons.

2. How many presents ________________?

There are ___________ presents.

3. How many cards ________________?

There are ___________ cards.

4. How many candles ________________?

There are ___________ candles.

5. How many drinks ________________?

There are ___________ drinks.

6. How many pizzas ________________?

There is ___________ pizza.

2 How many?

one five seven six ten eight

are there

are there

are there

are there

are there

are there

ten

Student’s Book 16

six

five

eight

seven

one

one pizza eight pieces

B. Write the sentences.

1. __________________________ 2. __________________________

3. __________________________ 4. __________________________

5. __________________________ 6. __________________________

7. __________________________ 8. __________________________

2 How many?

There are eight pieces. There are seven pieces.

There are six pieces. There are five pieces.

There are four pieces. There are three pieces.

There are two pieces. There is one piece.

Student’s Book 17

There are three children.There are two girls.There is one boy.

C. Answer the questions.

1. How many children are there?

There _____________________.

How many girls are there?

There _____________________.

How many boys are there?

There _____________________.

2. How many children are there?

There _____________________.

How many girls are there?

___________________________.

How many boys are there?

___________________________.

3. How many children are there?

___________________________.

How many girls are there?

___________________________.

How many boys are there?

___________________________.

2 How many?

is one girl

are five children

are four boys

are six children

There are four girls

There are two boys

There are two children

There is one girl

There is one boy

Student’s Book 18

D. Put the words in the correct order. Then answer the questions.

1.

__________________________________________?

___________________________________

2.

__________________________________________?

___________________________________

3.

__________________________________________?

___________________________________

4.

__________________________________________?

___________________________________

5.

__________________________________________?

___________________________________

6.

__________________________________________?

___________________________________

2 How many?

How many small presents are therepresents How there small are many

There are three small presents.

How many big presents are thereThere are two big presents.

How many red balloons are thereThere are four red balloons.

How many yellow balloons are thereThere are two yellow balloons.

How many orange drinks are thereThere are two orange drinks.

How many green drinks are thereThere are five green drinks.

presentsHow therebig are many

balloons Howred there aremany

balloonsyellow thereHow aremany

drinks Howorange thereare many

drinks Howthere greenaremany

Student’s Book 19

Review

A. Count the things and write the answers.

1. How many presents are there? ____________________________

2. How many balloons are there? ____________________________

3. How many cards are there? ____________________________

4. How many drinks are there? ____________________________

5. How many cakes are there? ____________________________

B. Write and draw.

1. _______________ cards are there?

_______________ two cards.

2. _______________ balloons are there?

_______________ three balloons.

3. _______________ drinks are there?

_______________ two drinks.

4. _______________ candles are there?

_______________ one candle.

2 How many?

How manyThere are

How manyThere are

How manyThere are

How manyThere is

There are five presents.There are eight balloons.There are six cards.There are seven drinks.There is one cake.

Student’s Book 20

Unit 3 Countable and non-countable nouns

Page 21Ask students to look at the picture at the top of the page. Ask them whereMeg and her mother are, and what they are doing. (They are in asupermarket, shopping.) Ask students what kinds of food and drink they cansee in the picture (milk, cheese, yogurt, tomatoes, carrots, and onions). Say thesentence I want some milk and ask students to repeat it.Words to learn: ShoppingWrite the words.Beneath each small picture, students write the correct word from the list. Youcan ask students to check their answers in pairs.

Page 22The box at the top of the page introduces the concept of countable nouns.Explain that these are nouns that we can count. For example, we can say oneegg, two eggs, three eggs Ð or I have six eggs. Instead of using the number onebefore singular countable nouns, we can use a or an; for example, I have anorange. Instead of using a number before plural countable nouns, we can usesome; for example, I want some carrots.A. Draw these things.Students draw the number of objects described.B. Write some. Then count the things and write the number.This activity is intended to show how some can be used with plural countablenouns instead of stating the exact number of things we are describing.Students write some before the plural nouns. Then they count the number ofthings shown and write the number in numerical form.

Page 23The box at the top of the page introduces the concept of non-countable nouns.Explain that these are nouns that we do not count. For example, we do notsay: one milk, two milks, three milksÉ We do not use a or an before non-countable nouns. However, we can use some

ThemeShopping

StructuresCountable nounsSome used before pluralcountable nounsNon-countable nounsSome used before non-countable nouns"Yes/No" questions withDo you…?

Sample languageI have six eggs.I want some carrots.I want some water.Do you want somebread?

Key vocabularyegg, carrot, onion,apple, banana,orange, milk, water,rice, soup, juice,cheese, bread

25

before non-countable nouns; for example, Do you want some milk?C. Write some before these non-countable nouns.Students complete the sentences by writing some before the nouns.D. Write a or an before the countable nouns. Write some before the non-countable nouns.Students decide whether the nouns are countable or non-countable. Theywrite a or an before the countable ones, and some before the non-countableones. They can consult the lists in the yellow boxes at the top of pages 22 and23 for this activity.

Page 24

E. Shopping lists. Write the words.Students look at the pictures and then complete the shopping lists by writingthe missing words. They need to write singular countable nouns after a andan, plural countable nouns after some, and some before the uncountable nouns.

Page 25The illustration at the top of the page introduces ÒYes/NoÓ questions with DoyouÉ? Practice the answers Yes, please and No, thank you with students.F. Write sentences. Use a, an, or some.Students complete the sentences using Do you want and a, an, or some.G. Use the words to make questions.Students write Do you wantÉ? questions using the words given plus a, an, orsome. Note that in this activity they should not change the order of the words.

Page 26 Review

A. Which sentences have mistakes in them? Put 4 beside the correctsentences and 6 beside the ones with mistakes. Then write thosesentences correctly.This is an error correction activity. Students identify which sentences arecorrect (4) and which ones contain mistakes (6). Then they rewrite thesentences that contain mistakes correctly.B. Put the words in the correct order. Then check Yes, please or No, thankyou.Students write Do you want...? questions by rearranging the words into thecorrect order. Then they look at the pictures and decide whether the personbeing offered food or drink will say Yes, please or No, thank you. Students checkthe correct answer.

26

3Unit

3Countable and non-countable nouns

Countable nouns

We can count some nouns. For example, we can say:one egg, two eggs,

three eggs…

I have six eggs.

We can use some before plural countable nouns.I want some carrots.

Words to learn: ShoppingWrite the words.

_____________ _____________ _____________ _____________

_____________ _____________ _____________ _____________

I want some milk.

Non-countable nouns

We cannot count some nouns.For example, we cannot say:one milk, two milks, three

milks…

We don’t use a or an before non-countable nouns. We can use some before non-countable nouns.Do you want some milk?

breadcheesesoupjuicecarroteggonionrice

egg juice rice onion

bread soup carrotcheese

Student’s Book 21

3 Countable and non-countable nouns

A. Draw these things.

1. one apple 2. two eggs

3. three carrots 4. four onions

B. Write some. Then count the things andwrite the number.

1. an egg

_______ eggs

How many eggs are there? n

2. a banana

_______ bananas

How many bananas are there? n

3. an orange

_______ oranges

How many oranges are there? n

Countable nounsHere are some countable nouns:egg carrot onion apple banana orange

We can use a or an before singular countable nouns. We can use some before plural countable nouns.

some

some

some

6

4

5

Student’s Book 22

C. Write some before these non-countablenouns.

1. I want ________ water. 2. I want ________ rice.

3. I want ________ soup. 4. I want ________ juice.

D. Write a or an before the countable nouns.Write some before the non-countable nouns.

1. ________ cheese 2. ________ carrot 3. ________ egg

4. ________ onion 5. ________ rice 6. ________ milk

3 Countable and non-countable nouns

Non-countable nounsHere are some non-countable nouns:milk water rice soup juice cheese bread

We don’t use a or an before non-countable nouns. We can use some before non-countable nouns: some milk

some some

some some

some a an

an some some

Student’s Book 23

3 Countable and non-countable nouns

E. Shopping lists. Write the words.

an __________

some __________

________ milk

an __________

__________ rice

some ________

a __________

__________ juice

some ________

an __________

__________ cheese

some ________

onioneggs

some

orangesome

apples

orangesome

onions

carrotsome

bananas

Student’s Book 24

F. Write sentences. Use a, an, or some.

1. _____________________ egg?

2. _____________________ bread?

3. _____________________ banana?

4. _____________________ milk?

5. _____________________ cheese?

G. Use the words to make questions.

1. you ä want ä carrot

_____________________________

2. you ä want ä oranges

_____________________________

3. you ä want ä apple

_____________________________

4. you ä want ä rice

_____________________________

3 Countable and non-countable nouns

Do you want an

Do you want some

Do you want a

Do you want some

Do you want some

Do you want a carrot?

Do you want some oranges?

Do you want an apple?

Do you want some rice?

Do you wantsome soup?

No, thank you.

Yes, please.

Student’s Book 25

Review

A. Which sentences have mistakes in them?Put 4 beside the correct sentences and 8 beside the ones with mistakes. Then write those sentences correctly.

1. I want an apple. ___ _______________________

2. I want a rice. ___ _______________________

3. I want some juice. ___ _______________________

4. I want a bread. ___ _______________________

5. I want a banana. ___ _______________________

6. I want some eggs. ___ _______________________

B. Put the words in the correct order. Then check Yes, please or No, thank you.

1.

________________________________

Yes, please. ___ No, thank you. ___

2.

________________________________

Yes, please. ___ No, thank you. ___

3.

________________________________

Yes, please. ___ No, thank you. ___

3 Countable and non-countable nouns

I want some rice.4

8

I want some bread.4

844

Do you want some bread?4

Do you want an orange?4

Do you want some water?4

want you bread some Do

Doan youorange want

you someDo water want

Student’s Book 26

Unit 4 I like

Page 27Ask students to look at the picture at the top of the page. Ask them whereDanny, Meg, Henry, and Sarah are sitting. (They are sitting at a table.) Tellstudents that the children are having a picnic, and explain what a picnic is. (Apicnic is a meal eaten outside, for example in a park.) Say the sentence I likechocolate and ask students to repeat it.Words to learn: On a picnicWrite the words.Beneath each small picture, students write the correct word or phrase from thelist. You can ask students to check their answers in pairs.

Page 28The illustration at the top of the page introduces the present simple of theverb to like in the first person and third person: I like and He likes. Point out thefinal s in He likes. Explain that we also add s for She likes.A. Circle like or likes.Students circle the correct form of the verb in each sentence Ð likes for she orhe, and like for I. You could ask students to read the sentences aloud whenthey have finished, paying attention to their pronunciation of the final s inlikes.B. Write sentences.Students write complete sentences, changing from the first person, given inthe picture (I likeÉ), to the third person (She or He likesÉ). You could askstudents to read their sentences aloud.

Page 29The illustration at the top of the page introduces ÒYes/NoÓ questions with Doyou likeÉ? and the answers Yes, I do and No, I donÕt. You could practice thesequestions with students, asking them, for example, Do you like tomatoes? andgetting them to respond. You could also point out the spelling of the irregularplurals tomatoes and potatoes. We add es to make plurals of some (but not all)words that end in o.

ThemeOn a picnic

StructuresPresent simple of the verb to like

"Yes/No" questions withDo you…? and Does

he/she…?

Irregular plurals: twotomatoes, two potatoes

Don’t and doesn’t

Sample languageI like chocolate.He likes yogurt.Do you like tomatoes?Does he like grapes?I don’t like hot dogs.She doesn’t like beans.

Key vocabularychocolate, beans,grapes, yogurt, hot dog, chicken,tomato, potato, milk, onions, ice cream, cheese

33

C. Put the words in the correct order.This activity gives practice writing Do you likeÉ? questions. Students writequestions by rearranging the words into the correct order.D. Look at the faces and the pictures. Then write sentences starting with I.Students look at the pictures of the faces and the food and write sentences.They write I like sentences beside the happy faces and I donÕt like sentencesbeside the unhappy faces.

Page 30The illustration at the top of the page introduces negative sentences withHe/She doesnÕt likeÉ You could practice this further by indicating students inthe class who responded No, I donÕt when they were asked if they likedvarious foods and then saying sentences beginning He doesnÕt likeÉ or ShedoesnÕt likeÉE. Circle likes or doesn’t like.Students circle likes or doesnÕt like depending on whether the children in thepictures look happy or unhappy with the food they have.F. Write like or likes.Students complete the sentences by writing like or likes.

Page 31

G. Look at Sarah’s project. Then check the correct answer.The picture at the top of the page is a project done by Sarah. Explain tostudents that Sarah has drawn two groups of foods. Those she likes are on theleft and those she doesnÕt like are on the right. Students look at SarahÕs projectand then check Yes, she does or No, she doesnÕt to answer the questions.H. Write likes or doesn’t like.Students refer to SarahÕs project again and then complete the sentences bywriting likes or doesnÕt like.

Page 32 Review

A. Find the mistakes in these sentences. Then write the sentences correctly.This is an error correction activity. Students identify the mistakes in thesentences, then cross out the mistakes and rewrite the sentences correctly. Allthe sentences contain mistakes.B. What do you like to eat? What don’t you like to eat? Write sentences inthese boxes. Then draw the food you like and don’t like.In this activity, students write about foods they like and dislike. They can thendraw the foods they have written about.

34

4Unit

4

Present simpleTo make the present simple for he and she, we add s to theverb.I like chocolate. He likes yogurt.To make a negative, we use don’t or doesn’t.I don’t like hot dogs. She doesn’t like beans.To make a question, we use Do…? Or Does…?

Do you like beans? Does he like grapes?

Irregular plurals: one tomato – two tomatoes

one potato – two potatoes

I like

Words to learn: On a picnicWrite the words.

_____________ _____________ _____________

_____________ _____________ _____________

beanstomatopotatograpesyogurthot dog

potato beans grapes

tomato yogurt hot dog

I like chocolate.

Student’s Book 27

A. Circle like or likes.

1. She like / likes chicken.

2. I like / likes hot dogs.

3. I like / likes bananas.

4. He like / likes rice.

5. She like / likes chocolate.

B. Write sentences.

1. 2.

____________________ ____________________

3. 4.

____________________ ____________________

4 I like

I like grapes.I like chocolate.

I like yogurt.

She likes grapes. He likes chocolate.

He likes beans. She likes yogurt.

I likechicken.

He likeschicken.

I like beans.

Student’s Book 28

4 I like

C. Put the words in the correct order.

1. ________________________

2. ________________________

3. l ________________________

4. ________________________

D. Look at the faces and the pictures. Thenwrite sentences starting with I.

1. ________________________

2. ________________________

3. ________________________

4. ________________________

5. ________________________

Do you liketomatoes? Yes, I do.

Do you likepotatoes? No, I don’t.

you Do likechicken

chocolate youlike

Do like youpotatoes

rice youlike Do

Do

Do you like chicken?

Do you like chocolate?

Do you like rice?

Do you like potatoes?

I like grapes.

I don’t like beans.

I like chocolate.

I don’t like yogurt.

I like potatoes.

Student’s Book 29

4 I likeDo you likehot dogs? No, I don’t.

He doesn’tlike hot dogs.

Student’s Book 30

E. Circle likes or doesn’t like.

1. He likes / doesn’t like beans.

2. She likes / doesn’t like chocolate.

3. She likes / doesn’t like tomatoes.

4. He likes / doesn’t like potatoes.

F. Write like or likes.1. He ___________ beans.

2. I ___________ apples.

3. I don’t ___________ yogurt.

4. She ___________ rice.

5. He doesn’t ___________ milk.

6. He ___________ potatoes.

likeslike

like

likelikes

likes

G. Look at Sarah’s project. Then check thecorrect answer.

1. Does she like chicken? Yes, she does. nNo, she doesn’t. n

2. Does she like onions? Yes, she does. nNo, she doesn’t. n

3. Does she like beans? Yes, she does. nNo, she doesn’t. n

4. Does she like ice cream? Yes, she does. nNo, she doesn’t. n

5. Does she like rice? Yes, she does. nNo, she doesn’t. n

H. Write likes or doesn’t like.

1. Sarah _________________ tomatoes.

2. Sarah _________________ yogurt.

3. Sarah _________________ chocolate.

4. Sarah _________________ onions.

5. Sarah _________________ beans.

4 I like

doesn’t likelikeslikesdoesn’t likedoesn’t like

4

4

44

4

MY FOOD PROJECT by Sarah

I like these I don’t like thesethings things

ricebeans

yogurt chickentomatoes

chocolate ice cream onions

Student’s Book 31

Review

A. Find the mistakes in these sentences. Then write the sentences correctly.

1. He likes tomatos. ________________________

2. I doesn’t like cheese. ________________________

3. I like potatos. ________________________

4. Does he likes chocolate? ________________________

5. She don’t like hot dogs. ________________________

6. Does you like grapes? ________________________

B. What do you like to eat? What don’t youlike to eat? Write sentences in these boxes.Then draw the food you like and don’t like.

4 I like

He likes tomatoes.I don’t like cheese.I like potatoes.Does he like chocolate?She doesn’t like hot dogs.Do you like grapes?

I like __________________

__________________

__________________

__________________

__________________

I don’t like ____________________

____________________

____________________

____________________

____________________

I likeI like

I don’t like

Student’s Book 32

Unit 5 Next to, between, in front of,and behind

Page 33Ask students to look at the picture at the top of the page. Ask them whereDanny and Sarah are. (They are in a bedroom.) Ask them what animal theycan see in the picture (a rabbit). Say the question and the answer: Where is therabbit? ItÕs next to the bookcase. Ask students to repeat the question and theanswer.Words to learn: In the bedroomWrite the words.Beneath each small picture, students write the correct word from the list. Youcan ask students to check their answers in pairs.

Page 34The illustrations at the top of the page introduce the prepositions between andnext to. You could demonstrate between in class by placing three objects on adesk; for example, place a pen between a book and a bag, then say The pen isbetween the book and the bag. Then demonstrate next to by placing two objectsnext to each other; for example, place a pencil next to a ruler, then say Thepencil is next to the ruler and also The ruler is next to the pencil.A. Circle next to or between.Students look at the picture of the four children and then circle next to orbetween to make the sentences correct.B. Write the colors of the books.Students look at the picture of the six books and write the correct colors Ðblack, green, red, yellow, blue, or orange Ð to complete the sentences.

Page 35

C. Read the sentences. Then look at the five pictures. Write the correctsentences below the pictures.This activity gives practice writing complete sentences with next to andbetween. Students read the five sentences. Then they look at the five pictures

ThemeIn the bedroom

StructuresQuestions with Where…?

Prepositions of place:next to, between, in front

of, behind

Contractions: it’s, he’s,

she’s

Sample languageWhere is the rabbit?The rabbit is next to thelamp.It’s between the lampand the book.She’s in front of thedresser.It’s behind the chair.

Key vocabularybookcase, chair,wardrobe, lamp,dresser, curtains,clock, rabbit,green, black, red,yellow, blue,orange

41

and decide which sentence describes each picture. They then write the correctsentence below each picture.

Page 36The illustrations at the top of the page introduce the prepositions behind andin front of. You could demonstrate the prepositions in class by standing in frontof a chair and saying I am in front of the chair, and then standing behind it andsaying I am behind the chair.D. Write behind or in front of.Students complete the sentences by looking at the pictures and then writingbehind or in front of.E. Check the correct place.Students look at the pictures and then check the correct ending for eachsentence.

Page 37The illustrations at the top of the page introduce the contractions itÕs (for it is),sheÕs (for she is), and heÕs (for he is), and also review the prepositionsintroduced on previous pages.F. Draw lines between the correct words.Students draw lines to connect the questions to the three parts of the correctanswer. They need to connect the correct subject/verb contraction (HeÕs, ItÕs, orSheÕs), the correct preposition, and the correct object.G. Now write the complete answers here.Students use the answers they created in Activity F to write completesentences.

Page 38 Review

A. Put the words in the correct order. Then answer the questions using He’s,She’s or It’s.Students write questions by rearranging the words into the correct order.Then, using the pictures, they write the complete answer to each question.B. Draw rabbits in these places:This is a drawing activity. Students draw rabbits in the places described in thephrases. Explain to students that the first rabbit has been drawn already (infront of the wardrobe), and that they have to draw the three others.

42

5Unit

5Next to, between, in frontof, and behind

To ask about a place, we use Where…?

Where is the rabbit?

We use prepositions to show where things are.

next to between behind in front of

It’s behind the chair. He’s next to Meg. She’s in front ofthe dresser.

It’s = It is He’s = He is She’s = She is

Words to learn: In the bedroomWrite the words.

___________ ___________ ___________ ___________ ___________

Where is the rabbit?

wardrobelampcurtainsdresserchair dresser wardrobe curtains lamp chair

It’s next to the bookcase.

Student’s Book 33

A. Circle next to or between.

1. Danny is next to / between Sarah.

2. Sarah is next to / between Danny

and Henry.

3. Henry is next to / between Sarah

and Meg.

4. Meg is next to / between Henry.

B. Write the colors of the books.

1. The green book is between the ___________ book and

the ___________ book.

2. The yellow book is between the ___________ book and

the ___________ book.

3. The blue book is between the ___________ book and

the ___________ book.

4. The red book is between the ___________ book and

the ___________ book.

5 Next to, between, in front of, and behind

The rabbit isnext to the lamp.

The rabbit is between thedresser and the wardrobe.

black

redred

Student’s Book 34

A. Circle next to or between.

1. Danny is next to / between Sarah.

2. Sarah is next to / between Danny

and Henry.

3. Henry is next to / between Sarah

and Meg.

4. Meg is next to / between Henry.

B. Write the colors of the books.

1. The green book is between the ___________ book and

the ___________ book.

2. The yellow book is between the ___________ book and

the ___________ book.

3. The blue book is between the ___________ book and

the ___________ book.

4. The red book is between the ___________ book and

the ___________ book.

blueyellow

orangegreen

yellow

C. Read the sentences. Then look at the fivepictures. Write the correct sentencesbelow the pictures.

a. The bookcase is next to the dresser.b. The chair is next to the bookcase.c. The chair is between the bookcase and the dresser.d. The chair is next to the dresser.e. The bookcase is between the chair and the dresser.

1. _______________________________________________________

2. _______________________________________________________

3. _______________________________________________________

4. _______________________________________________________

5. _______________________________________________________

5 Next to, between, in front of, and behind

The chair is next to the bookcase.

The chair is between the bookcase and the dresser.

The bookcase is next to the dresser.

The bookcase is between the chair and the dresser.

The chair is next to the dresser.

Student’s Book 35

The rabbit is behind The rabbit is in front of the curtains. the curtains.

D. Write behind or in front of.

E. Check the correct place.1. Meg is in front of Henry. n

next to Henry. n

2. The rabbit is between the dresser and the chair. nbehind the dresser. n

3. Sarah is in front of the rabbit. nnext to the rabbit. n

5 Next to, between, in front of, and behind

4

4

4

behind

3. Henry is ___________________ the curtains.

4. Henry is ___________________ the curtains.

1. Meg is ___________________ Danny. 2. Meg is ___________________ Danny.

Student’s Book 36

in front of

in front ofbehind

5 Next to, between, in front of, and behind

Where is the rabbit? Where is Sarah? Where is Henry?It’s next to the lamp. She’s in front of He’s between Meg

the dresser. and Sarah.

F. Draw lines between the correct words.

G. Now write the complete answers here.

1. Where is the lamp? _____________________________________

2. Where is Danny? _____________________________________

3. Where is the clock? _____________________________________

4. Where is Meg? _____________________________________

It’s next to the red book.He’s in front of the rabbit.It’s between the lamp and the book.She’s behind Henry.

He’s next to the rabbit.

1. Where is the lamp?

It’s in front of Henry.

2. Where is Danny?

She’s between the red book.

3. Where is the clock?

It’s behind the lamp andthe book.

4. Where is Meg?

Student’s Book 37

Review

A. Put the words in the correct order. Then answer the questions using He’s, She’sor It’s.

1.

______________________________?

____________________________________

2.

______________________________?

____________________________________

3.

______________________________?

____________________________________

4.

______________________________?

____________________________________

5 Next to, between, in front of, and behind

B. Draw rabbits in these places:

1. in front of the wardrobe 2. between the wardrobe

and the dresser3. next to the bed4. in front of the curtains

Where is DannyHe’s next to Sarah.

is Danny Where

Whereis rabbitthe

Meg Whereis

theisbook Where

Student’s Book 38

Where is the rabbitIt’s behind the lamp.

Where is MegShe’s in front of Danny.

Where is the bookIt’s between the rabbit and the lamp.

Test 1

Test 1

A. Complete these sentences. Start withThere is or There are.

1. __________________________ on the pond.

2. __________________________ on the bench.

3. __________________________ on the seesaw.

4. __________________________ in the tree.

5. __________________________ in the sky.

B. Write a, an, or some. 1. I want ________ rice.2. I have ________ banana.3. Do you want ________ milk?4. I want ________ onions.5. Do you want ________ apple?

C. Write like or likes.1. I ________ chocolate.2. I don’t ________ beans.3. He ________ bananas.4. Do you ________ milk?5. She ________ cheese.

6. I have ________ orange.7. I want ________ juice.8. Do you want ________ eggs?9. I want ________ carrot.

10. I have ________ cheese.

6. He doesn’t ________ rice.7. Does he ________ chicken?8. Sarah ________ ice cream.9. Does she ________ grapes?

10. She doesn’t ________ onions.

49

D. Put the words in the correct order. 1. curtains He’s the behind _________________________2. next It’s bed to the _________________________3. in of Meg front She’s _________________________4. the chair It’s behind _________________________5. Sarah to He’s next _________________________

Test 1

E. Complete the questions. Then count thethings and write the answers ascomplete sentences.

1. Question: How many eggs ____________ there?Answer: _______________________________________

2. Question: How ____________ carrots ________ there?Answer: _______________________________________

3. Question: _________________ oranges ________ there?Answer: _______________________________________

4. Question: _________________ onions ______________?Answer: _______________________________________

5. Question: _________________ bananas ______________?Answer: _______________________________________

F. Write the colors of the presents.

1. The yellow present is between the ______________ present andthe ______________ present.

2. The black present is next to the ______________ present.3. The green present is between the ______________ present and

the ______________ present.4. The red present is next to the ______________ present.5. The blue present is between the ______________ present and

the ______________ present.6. The orange present is between the ______________ present and

the ______________ present.

50

Unit 6 Whose?

Page 39Ask students to look at the picture at the top of the page. Ask them what Megis showing to her teacher. (She is showing him a painting on the wall.) Askthem who did the painting (Henry). Say the question and the answer: Whosepainting is this? ItÕs HenryÕs painting. Ask students to repeat the question andthe answer. If there is studentsÕ artwork on your classroom wall, you coulddemonstrate by pointing to a studentÕs painting and asking Whose painting isthis? and getting students to respond. If not, pick up an object belonging to astudent and ask, for example, Whose pen is this?Words to learn: ArtWrite the words.Beneath each small picture, students write the correct word from the list. Youcan ask students to check their answers in pairs.

Page 40The illustrations at the top of the page introduce the use of Whose and thepossessive Õs. Explain the difference between a painting (a picture done usingpaints and a paintbrush) and a drawing (a picture done using pencils, crayonsor pens).A. Write the names with ’s.Students look at the pictures and write the name of the person on the paintingwith Õs.B. Complete the questions. Then write the answers.Students complete the questions by writing is this and then answer them bywriting complete sentences including the correct names with Õs.

Page 41

C. Write the questions. Complete the answers. Students write WhoseÉis this? questions about the things in the pictures. Thenthey complete the answers by writing ItÕs and the correct names with Õs.

Page 42The illustration at the top of the page introduces the possessive pronoun mywith This is and These are.

ThemeArt

StructuresQuestions withWhose…?

Possessive ’sPossessiveadjectives: my, your

Sample languageWhose pencil is this?It’s Tina’s pencil.This is my drawing.This is your crayon.Meg’s painting is big.

Key vocabularypainting, paints, paper,crayon, pencil, drawing,paintbrush, big, small,yellow, blue, black,white, green, red

51

D. Write This is my or These are my.Students write This is my or These are my depending on whether the objectsdescribed are singular or plural.E. Put the words in the correct order.Students write sentences by rearranging the words into the correct order.

Page 43

F. Use the words to make sentences.Students use the prompt words to write complete sentences. They need to addÕs to the names and include is or are. Note that students do not change theorder of the prompt words.G. Use the words to make sentences.The illustration in the middle of the page contrasts the possessive pronounsmy and your.Students use the prompt words to write complete sentences. They need toinclude is. Note that students do not change the order of the prompt words.

Page 44 Review

A. Finish the drawings for Henry, Meg, Danny, and Sarah. Then writesentences below the drawings.This is a drawing and writing activity. Students complete the half-finisheddrawings Ð of a house, a plane, a fish, and a bike Ð and then write sentencesbelow them to say whose drawings they are, using the names on thedrawings.B. Now do your own drawing. Draw anything you like. Then complete thesentence below using your name + ’s.Students do a drawing of their own. Tell them they can draw anything theylike. When they have done it, they write their own names with Õs to completethe sentence. If necessary, help them with the spelling of their own names inEnglish.

52

6Unit

6 Whose?

To ask who something belongs to, we use Whose…?

Whose pencil is this? Whose crayon is that?

To show who something belongs to, we write the person’sname + ’s.It’s Tina’s pencil. It’s Jim’s crayon.

To say that something belongs to the person we are talkingto, we use your.This is your paper.

Words to learn: ArtWrite the words.

_____________ _____________ _____________

_____________ _____________ _____________

It’s Henry’s painting.

paintscrayonpaintbrushpaperpencildrawing

paintbrush paints pencil

crayon drawing paper

Whose painting is this?

Student’s Book 39

Whose painting is this? Whose drawing is this?It’s Sarah’s painting. It’s Henry’s drawing.

A. Write the names with ’s.

B. Complete the questions. Then write theanswers.

1. Whose drawing __________? 2. Whose drawing __________?

_________________________ _________________________

3. Whose drawing __________? 4. Whose drawing __________?

_________________________ _________________________

6 Whose?

1. Whose painting is this? 2. Whose painting is this? 3. Whose painting is this?

It’s ___________ painting. It’s ___________ painting. It’s ___________ painting.Meg’s Henry’s Danny’s

It’s Henry’s drawing. It’s Meg’s drawing.

It’s Sarah’s drawing. It’s Danny’s drawing.

is this is this

is this is this

Student’s Book 40

C. Write the questions. Complete theanswers.

1. _________________________________

___________________ paintbrush.

2. _________________________________

___________________ drawing.

3. _________________________________

___________________ crayon.

4. _________________________________

___________________ pencil.

5. _________________________________

___________________ painting.

6. _________________________________

___________________ drawing.

6 Whose?

Whose paintbrush is this?It’s Danny’s

Whose drawing is this?It’s Sarah’s

Whose crayon is this?It’s Meg’s

Whose pencil is this?It’s Henry’s

Whose painting is this?It’s Danny’s

Whose drawing is this?It’s Henry’s

Henry Meg Danny Sarah

Student’s Book 41

D. Write This is my or These are my.1.

2.

3.

E. Put the words in the correct order.

1. _____________________________

2. _____________________________

3. _____________________________

6 Whose?

These are my pencils.This is my drawing.

____________ paper.This is my ________________ paintbrushes.These are my

____________ paints. ________________ paintbrush.

____________ pencil. ________________ crayons.

This is your crayon.

This is your painting.

This is your pencil.

This is your paper.

is painting your This

your Thisis

your This ispaper

pencil

Student’s Book 42

These are my This is my

This is my These are my

F. Use the words to make sentences.

1. Meg ä painting ä big _________________________________

2. Danny ä crayons ä yellow _________________________________

3. Sarah ä painting ä small _________________________________

4. Henry ä paper ä blue _________________________________

5. Sarah ä pencils ä black _________________________________

G. Use the words to make sentences.

1. My ä pencil ä blue Your ä pencil ä yellow

______________________ __________________________

2. My ä painting ä big Your ä painting ä small

______________________ __________________________

3. My ä paper ä white Your ä paper ä blue

______________________ __________________________

6 Whose?

Meg’s painting is big.Danny’s crayons are yellow.Sarah’s painting is small.

Sarah’s pencils are black.Henry’s paper is blue.

My pencil is blue. Your pencil is yellow.

My painting is big. Your painting is small.

My paper is white. Your paper is blue.

My crayon is green.Your crayon is red.

Student’s Book 43

Review

A. Finish the drawings for Henry, Meg, Danny,and Sarah. Then write sentences belowthe drawings.

1. ___________________________ 2. __________________________

3. ___________________________ 4. __________________________

B. Now do your own drawing. Draw anything you like. Then complete the sentence below using your name + ’s.

This is ____________________ drawing.

6 Whose?

This is Henry’s drawing. This is Danny’s drawing.

This is Sarah’s drawing. This is Meg’s drawing.

Student’s Book 44

Unit 7 Who? Where? What?

Page 45Ask students to look at the picture at the top of the page. Ask them whatSarah is showing to Danny. (She is showing him a photograph.) Say thequestion and the answer: Who is that? ThatÕs my pen pal. Ask students to repeatthe question and the answer.Words to learn: Hobbies and sportsWrite the words.Beneath each small picture, students write the correct word or phrase from thelist. You can ask students to check their answers in pairs.

Pages 46 and 47The illustration at the top of the page introduces questions with WhoÉ? andWhereÉ? Explain to students that Sarah is showing Danny her photo album.Explain what a pen pal is (a person Ð usually living in a different country Ðwho you write letters to and get letters from but who you have not met). Thefirst picture is of a girl called Casey who lives in Canada. Say the questionsand the answers: Who is that? ThatÕs Casey. Where does she live? She lives inCanada. Ask students to repeat the questions and the answers.A. Write the words.Students complete the questions and answers using the questions andanswers about Casey as a model.

Page 48The illustration at the top of the page introduces questions with WhatÉ?which are used to ask about objects.B. Write the questions. Complete the answers.Students write What is that? and then complete the answers by writing ItÕs.C. Write Who, Where, or What.Students complete the questions by writing Who, Where, or What. Tell studentsthat they will need to read both the question and the answer to be able todecide which word to write.

ThemeHobbies andsports

StructuresQuestions withWho…? Where…?

and What…?

Present continuousfor something that ishappening now

Sample languageWho is that?That’s Polly.Where does she live? She lives in England.What is she doing? She is reading a book.What is that?It’s a surfboard.

Key vocabularypen pal, writing a letter,gardening, surfing,surfboard, reading, ridinga horse, playing, chess,football, baseball, bat,trumpet, spade, Canada,the USA, England,Australia, Germany

59

Page 49The illustration on the top left of the page introduces questions with WhatÉ?used with the present continuous. These questions are used to ask aboutsomething that is happening now.D. Complete the questions. Then write the answers.Students complete the questions by writing What is and doing. Then they lookat the pictures on the right and choose the correct answer from the box at thetop right of the page.

Page 50 Review

A. Write the answers.Students write the correct answers to the questions, using He/She lives inÉand the name of the country being pointed to on the globe.B. Draw a picture of your friend. Then complete the questions and answers.This is a drawing and writing activity. Students draw a picture of one of theirfriends. Then they complete the questions and answers, using informationabout that friend.

60

7Unit

7 Who? Where? What?

To ask about a person, we use Who…?

Who is that? That’s Matt.To ask about a place, we use Where…?

Where does he live? He lives in England.To ask about a thing or action, we use What…?

What is that? It’s a bat.What is he doing? He’s playing baseball.That’s = That is

We use present continuous to talk about something that ishappening now.What is she doing? She is reading a book.

Who is that? That’s my pen pal.

Words to learn: Hobbies and sportsWrite the words.

________________ ________________ ________________

________________ ________________ ________________

playing chesssurfingriding a horsegardeningplaying the trumpetplaying baseball

surfing riding a horse playing the trumpet

playing chess gardening playing baseball

Student’s Book 45

7 Who? Where? What?

A. Write the words.

1. _________ that?

_________ Justin.

Where _______ he live?

He ________ in the USA.

Look. I have five pen pals.

Who isThat’s

doeslives

Who is that?

Where does she live?

That’s Casey.

She lives in Canada.

Student’s Book 46

does

2. _________ that?

_________ Polly.

Where _______

she live?

______________

in England.

3. _________

that?

_________ Ben.

Where _______

he live?

_____________

in Australia.

4. _________ that?

_________ Anna.

Where _______

she live?

______________

in Germany.

7 Who? Where? What?

Student’s Book 47

Who isThat’s

does

She lives

Who is

That’sdoes

He lives

Who isThat’s

does

She lives

B. Write the questions. Complete the answers.

1. ____________________? _____ a trumpet.

2. ____________________? _____ a baseball bat.

3. ____________________? _____ a football.

4. ____________________? _____ a spade.

C. Write Who, Where, or What.

1. ____________ do you live? I live in the USA.

2. ____________ is that? That’s my sister.

3. ____________ is that? It’s a baseball bat.

4. ____________ does John live? He lives in Germany.

5. ____________ are you doing? I’m reading a book.

6. ____________ is that? It’s a spade.

7. ____________ is that? That’s Polly.

8. ____________ does she live? She lives in England.

7 Who? Where? What?

What is that?It’s a surfboard.

What is that It’s

What is that It’s

What is that It’s

What is that It’s

WhereWhoWhatWhereWhatWhatWhoWhere

Student’s Book 48

What is Meg doing?She is playing baseball.

D. Complete the questions. Then write the answers.

1. ______________ Anna _____________?

_______________________________

2. ______________ Ben _____________?

_______________________________

3. ______________ Casey _____________?

_______________________________

4. ______________ Polly _____________?

_______________________________

5. ______________ Danny _____________?

_______________________________

6. ______________ Henry _____________?

_______________________________

7. ______________ Sarah _____________?

_______________________________

7 Who? Where? What?

He is playing football. He is reading a book. He is playing chess. She is gardening.She is writing a letter. She is riding a horse.She is playing thetrumpet.

What is doingShe is gardening.

What is doingHe is playing chess.

What is doingShe is riding a horse.

What is doingShe is playing the trumpet.

What is doingHe is playing football.

What is doingHe is reading a book.

What is doingShe is writing a letter.

Student’s Book 49

Review

A. Write the answers.

1. Where does Justin live? ________________________

2. Where does Polly live? ________________________

3. Where does Ben live? ________________________

4. Where does Anna live? ________________________

5. Where does Casey live? ________________________

B. Draw a picture of your friend. Then complete the questions and answers.

1. Who __________?

That’s _____________

2. Where _____________ live?

________________________

7 Who? Where? What?

He lives in the USA.

Student’s Book 50

She lives in England.

He lives in Australia.

She lives in Germany.

She lives in Canada.

Unit 8 When?

Page 51Ask students to look at the picture at the top of the page. Ask them wherethey think the children in the thought bubble are going. (They are going toschool.) Explain that SarahÕs grandmother is asking her about her day. Say thequestion and the answer: When do you go to school? I go to school at eight thirty.Ask students to repeat the question and answer.Words to learn: My dayWrite the words.Beneath each small picture, students write the correct phrase from the list. Youcan ask students to check their answers in pairs.

Page 52The illustration at the top of the page introduces at to talk about times.Explain that Sarah is getting out of bed in the morning, and that the clockshows seven oÕclock. Make sure students are able to tell the time from a clock.You might like to review the times on the clocks on page 7 of the StudentÕsBook with students.A. Write the words.Students complete the sentences by writing the words for the activities shownin the pictures. Tell them that they can refer back to the vocabulary activity onpage 51. After they have completed this activity, you could review the timesshown on the clocks.

Page 53

B. Circle the correct word.Students circle at or to in each sentence. This activity consolidates the use of atused with times.C. Match the times. Then draw the hands on the clocks.This activity gives students practice in recognizing times in word, clock-face,and digital forms. Students draw lines to connect the words (for example,seven thirty) and clock faces with the digital times (7:30). They then draw thehands on the clock faces to show the correct times.

ThemeMy day(routines)

StructuresPresent simple forroutinesTimesAt for timesQuestions withWhen…?

Sample languageI get up at seven o’clock.I go to bed at eightthirty.When do you go toschool?When does he eatlunch?

Key vocabularyget up, go to school, goto bed, go home, eat,breakfast, lunch, dinner,o’clock, fifteen, thirty,forty-five

67

Page 54The two letters at the top of the page introduce questions with WhenÉ? andgive more examples of at with times. Explain that the letter on the left is fromSarah to her pen pal Justin in the USA, and the one on the right is JustinÕsreply to Sarah. You might like to read the letters aloud, or ask students to readthem aloud.D. Write When do you.Students complete the letter by writing When do you. Explain that this isanother letter from Sarah to a pen pal.E. Write the words.Students complete the letter by writing the words from the box below.Explain that this is PollyÕs reply to Sarah.

Page 55

F. Write the words.Students look at the pictures and choose the correct phrase from the box tocomplete each sentence.G. Write does she or does he. Then write the correct time.For each exercise, students complete the question by writing does she or doeshe. Then they look at the clock and write the correct time.

Page 56 Review

A. Put the words in the correct order.Students write questions and answers by rearranging the words into thecorrect order.B. Now answer these questions about you.Students answer the questions about themselves. You could ask them tocompare their answers with each other or ask for responses from the class asa whole.

68

8Unit

8

Words to learn: My dayWrite the words.

________________ ________________ ________________

________________ ________________ ________________

go to bedeat breakfastget upeat lunchgo homeeat dinner

get up go home eat breakfast

eat lunch go to bed eat dinner

When?

To ask about a time, we use When…?

When do you go to school? When does he eat lunch?

We use at before a time. I go to school at eight o’clock.

We use present simple to describe routines or whatsomeone does most days.

I he or she

I go home at four o’clock. She goes home at four o’clock.

I go to school at eight thirty.

When do you go to school?

Student’s Book 51

I get up at seven o’clock.

A. Write the words.

1. I _________________ at seven thirty.

2. I _________________ at eight thirty.

3. I _________________ at twelve o’clock.

4. I _________________ at three fifteen.

5. I _________________ at six o’clock.

6. I _________________ at eight o’clock.

8 When?

eat breakfast

go to school

eat lunch

go home

eat dinner

go to bed

Student’s Book 52

B. Circle the correct word.

1. I go at / to school at / to eight o’clock.

2. I go home at / to three o’clock.

3. I go at / to bed at / to eight thirty.

C. Match the times. Then draw the hands onthe clocks.

1. seven thirty

2. eight fifteen

3. twelve o’clock

4. three fifteen

5. six forty-five

8 When?

12:00

7:30

8:15

6:45

3:15

Student’s Book 53

D. Write When do you. E. Write the words.

8 When?

Dear Polly,Please tell me about your dayin England.When do you get up?____________ go to school?____________ go home?____________ eat dinner?____________ go to bed?

Your pen pal,Sarah

Dear Sarah,Thank you for your letter.I get up ____ seven thirty.I go ____ school at nineo’clock.I ____ home at four o’clock.I eat dinner ____ six thirty.I ____ to bed at nine o’clock.

Your pen pal,Polly

to at go at go

atto

go

goat

When do youWhen do youWhen do youWhen do you

Dear Justin, Please tell me about your dayin the USA.When do you get up?When do you go to school?When do you go home?When do you eat dinner?When do you go to bed?

Your pen pal,Sarah

Dear Sarah,Thank you for your letter.I get up at six thirty.I go to school at seven forty-five.I go home at three oÕclock.I eat dinner at six oÕclock.I go to bed at eight thirty.

Your pen pal,Justin

Student’s Book 54

F. Write the words.

1. ______________ at six thirty. 2. __________ dinner at six o’clock.

3. _____________ at seven thirty. 4. __________ to bed at eight thirty.

5. __________ dinner at six thirty. 6. __________ to bed at nine o’clock.

G. Write does she or does he. Then write the correct time.

1. When ________________ go to school?

She goes to school at _________________.__.

2. When __________________ go home?

He goes home at ______________________.

3. When __________________ go home?

She goes home at ______________________.

8 When?

He eats She eats He gets up She gets up He goes She goes

He gets up He eats

He goes

She goes

She gets up

She eats

does shenine o’clock

does hethree o’clock

does shefour o’clock

Student’s Book 55

Review

A. Put the words in the correct order.

1.

_______________________________________?

2.

________________________________________

3.

_______________________________________?

4.

________________________________________

5.

_______________________________________?

6.

________________________________________

B. Now answer these questions about you.

1. When do you get up? ______________________________

2. When do you go to school? ______________________________

3. When do you go home? ______________________________

4. When do you go to bed? ______________________________

8 When?

When do you get up?

I get up at seven o’clock.

When do you eat breakfast

I eat breakfast at seven thirty.

When do you go to bed

I go to bed at eight o’clock.

I get up at

up you When get do

o’clockat sevenget I up

you do eat breakfastWhen

eatthirty breakfastat sevenI

bed youWhen godo to

at goeight toIo’clock bed

Student’s Book 56

Unit 9 Have, has, its, and their

Page 57Ask students to look at the picture at the top of the page. Ask them who theycan see in the picture (Meg and Henry). Explain that the children are talkingabout their hair. Say the sentences I have straight black hair. I have curly brownhair. Ask students to repeat them. You could demonstrate this in class bytalking about your own hair; for example, I have long black hair.Words to learn: HairWrite the words.Beneath each small picture, students write the correct word from the list. Youcan ask students to check their answers in pairs.

Page 58

A. Write I have.Students complete the sentences by writing I have. Check that studentsunderstand the meanings of the words used to describe hair: straight, curly,long, short, black, brown, blond.B. Write the sentences. Then draw the hair.This is a writing and drawing activity. Students use the words as prompts towrite complete sentences. Then, using colored pencils, they draw the hair ontothe faces as it is described in the sentences.

Page 59The illustration at the top of the page introduces the use of has for describingphysical appearance with the pronouns he, she, and it, and with names.C. Circle have or has.Students circle the correct word in each sentence. D. Write have or has.The illustration in the middle of the page introduces the use of have with thepronouns they and we. Explain that the little girl is talking about the tall boys.The boys are twin brothers Ð they are the same age and they look the same.Students write have or has depending on the pronoun that begins eachsentence.

ThemeHair(appearance)

StructuresDescribing physicalappearance usinghave and has

Adjectives"Yes/No" questionswith Does he/she…?

Possessive pronouns:its, their

Sample languageI have straight black hair.Sally has brown eyes.We have long legs.Does he have big feet?Their eyes are blue.Its fur is brown.

Key vocabularyshort, long, curly,straight, blond, brown,black, white, blue, green,orange, pink, small, big,hair, eyes, ears, legs,feet, fur

75

Page 60The illustration at the top of the page introduces ÒYes/NoÓ questions withDoes he have...? to ask about appearance. Ask students what the man in thepicture is (a clown).E. Write Yes, he does or No, he doesn’t. Students look at the pictures and then write Yes, he does or No, he doesnÕt toanswer the questions.

Page 61The illustration at the top of the page introduces the possessive pronoun their.F. Complete the sentences.Students complete the sentences by writing Their and are.G. Complete the sentences.The illustration in the middle of the page introduces the possessive pronounits. Explain that we use its when we are talking about animals or things, notpeople. Note that its is spelled without an apostrophe. It is different from itÕs(it is).To complete the sentences about the first dog, students write Its. To completethe sentences about the second dog, students write Its and the correct wordsto describe the dogÕs appearance; for example, Its fur is white.

Page 62 Review

A. Find the mistakes in these sentences. Then write the sentences correctly.This is an error correction activity. Students identify the mistakes in thesentences, then cross out the mistakes and rewrite the sentences correctly. Allthe sentences contain mistakes.B. Draw you. Complete the sentences.This is a drawing and writing activity. Students draw themselves Ð they onlyneed to draw their faces Ð and then complete the sentences about themselves.C. Draw your friend. Complete the sentences.This is another drawing and writing activity. Now students draw a friend orclassmate Ð they only need to draw their face Ð and then complete thesentences about that friend or classmate.

76

9Unit

9

Words to learn: HairWrite the words.

_____________ _____________ _____________

_____________ _____________ _____________

shortblondbrowncurlystraightlong

curly long straight

short brown blond

Have, has, its, and their

Have and has

When you describe yourself you can use have.I have brown hair. I have blue eyes.When you describe someone else you can use has. Brian has black hair. Sally has brown eyes.

We can use their to describe more than one person or thing. Their eyes are blue. Their T-shirts are pink.We can use its to describe an animal. Its fur is white. Its ears are small.

I have straight black hair. I have curly brown hair.

Student’s Book 57

A. Write I have.

1. 2.

3. 4.

B. Write the sentences. Then draw the hair.

1. curly / blond _____________________________

2. long / brown _____________________________

3. short / black _____________________________

4. short / blond _____________________________

5. curly / brown _____________________________

9 Have, has, its, and their

_________ straight black hair.I have

I have curly blond hair.

I have long brown hair.

I have short black hair.

I have short blond hair.

I have curly brown hair.

_________ curly brown hair.

_________ short brown hair._________ long blond hair.

Student’s Book 58

I have

I haveI have

C. Circle have or has.

1. I have / has brown hair.

2. Fred have / has blue eyes.

3. Mary have / has long black hair.

4. I have / has short curly hair.

5. Dave have / has short blond hair.

D. Write have or has.

1. He ________ short legs.

2. They ________ curly hair.

3. She ________ curly hair.

4. We ________ short hair.

5. He ________ big feet.

9 Have, has, its, and their

They have long legs. They have big feet.

We have long legs. We have big feet.

has

have

have

has

has

Sarah has long blond hair.

Student’s Book 59

Does he have big feet?Yes, he does.

Does he have curly hair?No, he doesn’t.

E. Write Yes, he does or No, he doesn’t.

1. Does he have curly brown hair?

____________________

2. Does he have long legs?

____________________

3. Does he have short black hair?

____________________

4. Does he have long blond hair?

____________________

5. Does he have long legs?

____________________

6. Does he have curly black hair?

____________________

9 Have, has, its, and their

Yes, he does.

No, he doesn’t.

No, he doesn’t.

No, he doesn’t.

Yes, he does.

Yes, he does.

Student’s Book 60

Their eyes are blue. Their hair is curly.

F. Complete the sentences.

1. ________ T-shirts ______ pink.

2. ________ skirts ______ orange.

3. ________ shoes ______ green.

4. ________ legs ______ long.

Its fur is brown. Its ears are small.

Its legs are short.

G. Complete the sentences.

1. ____ fur is black.

____ legs are long.

____ ears are big.

2. ____ fur _____________.

____ legs _____________.

____ ears _____________.

9 Have, has, its, and their

Their areTheir areTheir areTheir are

ItsItsIts

Its is whiteare shortare small

ItsIts

Student’s Book 61

Review

A. Find the mistakes in these sentences. Then write the sentences correctly.

1. I has curly blond hair. _____________________________

2. Carrie have long legs. _____________________________

3. We has blue eyes. _____________________________

4. They has straight black hair. _____________________________

5. Does she has black hair? _____________________________

6. Is Kelly have small feet? _____________________________

7. Their shoes is black. _____________________________

8. Their hair are brown. _____________________________

9. Its fur are white. _____________________________

10. Its eyes is pink. _____________________________

B. Draw you. Complete the sentences.

1. I have __________________ hair.

2. ________________________ eyes.

C. Draw your friend. Complete the sentences.

1. ________________________ hair.

2. ________________________ eyes.

9 Have, has, its, and their

I have curly blond hair.Carrie has long legs.We have blue eyes.They have straight black hair.Does she have black hair?Does Kelly have small feet?Their shoes are black.Their hair is brown.Its fur is white.Its eyes are pink.

Student’s Book 62

Unit 10 Always, sometimes,and never

Page 63Ask students to look at the picture at the top of the page. Explain that Meg isshowing her homework record, and that she has a gold star for each day shehas done her homework. The record shows that she has done her homeworkevery day Ð she always does her homework. Say the sentence I always do myhomework. Ask students to repeat it.Words to learn: After schoolWrite the words.Beneath each small picture, students write the correct phrase from the list. Youcan ask students to check their answers in pairs.

Page 64The illustration at the top of the page introduces always. Explain that Meg istelling Danny what she does after school. Meg uses always because she takesher dog for a walk after school every day. Say the question and the answer:What do you do after school? I always take my dog for a walk. Ask students torepeat the question and the answer.A. Write I always.The children in the pictures are talking about what they do every day afterschool. Students complete the sentences by writing I always. You could askstudents in the class if there is anything they do every day after school. Askthem to use sentences beginning with I alwaysÉB. Put the words in the correct order.Students write I alwaysÉ sentences by rearranging the words into the correctorder.

Page 65

C. Circle the correct words.Students circle the correct form of the verb in each sentence. Note that in thesentences beginning with He or She, all the correct verbs have a final s.

ThemeAfter-school activities

StructuresAdverbs offrequency: always,

sometimes, andnever

Present simple forroutines

Sample languageI always do myhomework.She sometimes watches TV.He never cleans hisroom.

Key vocabularydo homework, watch TV,feed, dog, take for awalk, clean, room, setthe table, have a snack,Monday, Tuesday,Wednesday, Thursday,Friday, Saturday, Sunday

83

D. Complete the sentences using always.Students complete the sentences by writing always and the correct phrase todescribe what the child is doing. Tell them that they can refer back to thevocabulary activity on page 63.

Page 66The illustration at the top of the page introduces never. DannyÕs room looksmessy because he never cleans it. Say the sentence He never cleans his room.Ask students to repeat it.E. Write He never or She never.Students complete the sentences by writing He never or She never dependingon whether the sentence is about a boy or a girl.F. Put the words in the correct order.Students write He/She neverÉ sentences by rearranging the words into thecorrect order.

Page 67The illustration at the top of the page introduces sometimes. In some of thepictures, the girl is watching TV, but in others she is not. This indicates that attimes she watches TV and at other times she does not. Say the sentence Shesometimes watches TV. Ask students to repeat it.G. Write the words.Students complete the sentences by choosing the correct verb Ð and the correctverb form Ð from the box.H. Use the words to make sentences. Use the correct forms of the verbs.Students use the prompt words to write complete sentences. Explain to themthat they may need to change verb forms and add some words. They do notchange the order of the prompt words.

Page 68 Review

A. Henry shares the chores at home with his brother and sister. Look at thischart. Then write always, sometimes, or never.The chart shows the chores Henry and his brother and sister do at home.There are three chores, and we can see who has to do each chore on each ofthe seven days of the week. For example, on Monday Robbie has to feed thedog; on Sunday Suzy has to set the table for dinner. Students have to look atthe chart and then write always, sometimes, or never to complete the sentences.

You may need to guide students to begin with. First look at sentence 1:Henry never feeds the dog. If you look across from Feed the dog on the left of thechart, you will see that HenryÕs name doesnÕt appear on any day. This meansthat Henry never feeds the dog. To complete sentence 2, look across from Feedthe dog on the left of the chart. RobbieÕs name appears on some days. So thecorrect word to write is sometimes.B. What do you do after school? Write sentences.Students write complete sentences to describe their after-school activitiesusing always, sometimes, and never.

84

10Unit

10

Words to learn: After schoolWrite the words.

________________ ________________ ________________

______________________ ______________________

watch TVfeed the dogclean my roomhave a snackset the table

watch TV set the table feed the dog

have a snack clean my room

To say how often we do something, we use always,sometimes or never.always = all the time or every time

sometimes = not always or part of the time

never = not at any time

Present simple

I he or she

I do my homework. He does his homework.I watch TV. She watches TV. I clean my room. He cleans his room.

I always do my homework.

Always, sometimes, and never

Student’s Book 63

A. Write I always.

1. ___________ clean my room.

2. ___________ do my homework.

3. ___________ feed my dog.

B. Put the words in the correct order.

1. ___________________________

2. ___________________________

3. ___________________________

4. ___________________________

10 Always, sometimes, and never

What do you do after school?

I always

I always

I always

I always watch TV.

I always have a snack.

I always feed my dog.

I always clean my room.

What do you do after school?

TV watch I always

aalwayshave snack I

always dog my feedI

alwaysroom Imy clean

I always take my dog for a walk.

Student’s Book 64

C. Circle the correct words.

1. He always take / takes his dog for a walk.

2. I always have / has a snack.

3. She always feed / feeds her dog.

4. I always set / sets the table.

5. He always do / does his homework.

D. Complete the sentences using always.

1. She ___________________________ after school.

2. Meg ___________________________ after school.

3. Henry ___________________________ after school.

4. Sarah ___________________________ after school.

10 Always, sometimes, and never

always has a snack

always feeds her dog

always does his homework

always cleans her room

Student’s Book 65

F. Put the words in the correct order.

1. _________________________________

2. _________________________________

3. _________________________________

4. _________________________________

He never cleans his room.

E. Write He never or She never.

1. __________________ does her homework.

2. __________________ watches TV.

3. __________________ takes his dog for a walk.

4. __________________ has a snack after school.

5. __________________ walks to school.

10 Always, sometimes, and never

She never

She never

He never

She never

He never

never her cleans She

hisHenever does homework

feeds He dog hisnever

neverShe tablethe sets

room She never cleans her room.

He never does his homework.

He never feeds his dog.

She never sets the table.

Student’s Book 66

She sometimes watches TV.

G. Write the words.

1. He sometimes ______________ his dog for a walk.

2. I sometimes ______________ my dog for a walk.

3. I sometimes ______________ TV.

4. She sometimes ______________ a snack.

5. I sometimes ______________ a snack.

6. He sometimes ______________ TV.

H. Use the words to make sentences. Use the correct forms of the verbs.

1. She ä sometimes ä clean ä room

_____________________________________

2. He ä never ä have ä snack

_____________________________________

3. I ä sometimes ä set ä table

_____________________________________

4. He ä never ä eat ä breakfast

_____________________________________

5. She ä always ä walk ä school

_____________________________________

10 Always, sometimes, and never

watch take takes has watches have

takestakewatch

hashavewatches

She sometimes cleans her room.

He never has a snack.

I sometimes set the table.

He never eats breakfast.

She always walks to school.

Student’s Book 67

Review

A. Henry shares the chores at home with hisbrother and sister. Look at this chart. Then write always, sometimes, or never.

1. Henry ____________ feeds the dog.

2. Robbie ____________ feeds the dog.

3. Suzy ____________ feeds the dog.

4. Henry ____________ takes the dog for a walk.

5. Suzy ____________ takes the dog for a walk.

6. Henry ____________ sets the table for dinner.

7. Robbie ____________ sets the table for dinner.

8. Suzy ____________ sets the table for dinner.

B. What do you do after school? Writesentences.

1. I always ________________________________________.

2. I sometimes ____________________________________.

3. I never _________________________________________.

4. ________________________________________________.

5. ________________________________________________.

10 Always, sometimes, and never

neversometimes

sometimesalwaysneversometimesnever

sometimes

Our chore chart - Who does what!

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Feed the dog Robbie Suzy Robbie Suzy Robbie Suzy Robbie

Take the dog Henry Henry Henry Henry Henry Henry Henryfor a walk

Set the table Suzy Henry Suzy Henry Suzy Henry Suzyfor dinner

Student’s Book 68

91

Test 2

Test 2

A. Write Who, Where, What, or When.1. __________ does he live? He lives in Canada.

2. __________ is that? It’s a potato.

3. __________ are you doing? I’m writing a letter.

4. __________ does Maggie live? She lives in England.

5. __________ do you get up? I get up at seven o’clock.

6. __________ is that? That’s my brother.

7. __________ is Jackie doing? She is reading a book.

8. __________ is that? It’s a paintbrush.

9. __________ is that? That’s Justin.

10. __________ do you go to bed? I go to bed at nine o’clock.

B. Use these words to complete thesentences.

1. __________ painting is this?

2. __________ Danny’s painting.

3. Whose drawing __________ this?

4. It’s __________ drawing.

5. __________ is my paintbrush.

6. __________ are my crayons.

7. My __________ is red.

8. Your pencil is __________.

C.Write have or has.1. I ______ black hair.

2. We ______ brown eyes.

3. Peter ______ blue eyes.

4. She ______ curly hair.

5. They ______ long hair.

is It’s WhoseMeg’s This crayonThese blue

is It’s WhoseMeg’s This crayonThese blue

D. Complete this table by writing thetimes as words and numbers.

1. eight thirty 8:30 2. four forty-five _____

3. _____________ _____ 4. _____________ _____

5. _____________ _____

E. Put the words in the correct order.1. walk I school always to _________________________________2. He his never does homework ____________________________3. blond Carol has hair ____________________________________4. blue has eyes Jeff ______________________________________5. long They have hair _____________________________________6. gets at six up o’clock She _______________________________7. at dinner six We have thirty _____________________________8. Max in Australia lives ___________________________________9. football is Cory playing _________________________________

10. my crayons are These __________________________________

F. Use these words to complete thesentences.

1. I sometimes ________ TV.2. He never ________ TV.3. Al never ________ his room.4. Katy never ________ a snack.5. I sometimes ________ a snack.

Test 2

92

6. I sometimes ________ my room.7. I always ________ the table.8. She never ________ the table.9. I sometimes ________ the cat.

10. Mia always ________ the dog.

have has clean cleans watchwatches feed feeds set sets

Check the correct sentences from 1 to 10.

Grammar Round-up

1.There is two boy on the slide. __There are two boy on the slide. __There are two boys on the slide. __c]

[

]

2.How many candles are there? __How many candles there are? __Are there how many candles? __

I want a rice. __I want an rice. __I want some rice. __

He don’t like beans. __He doesn’t like beans. __He doesn’t likes beans. __

Meg is next to Henry. __Meg is in front of Henry. __Meg is behind Henry. __

4.

3.

5. ]

Student’s Book 69

Grammar Round-up

]

[

]

6.Whose painting this is? __Whose painting is this? __Whose painting this? __

7.What is she do? __Where is she doing? __What is she doing? __

Their hair is curly. __They hair is curly. __Its hair is curly. __

9.

]

[

She never watch TV. __She never watches TV. __Never she watches TV. __

10.

Good work! Here are the correct sentences.

1.There are two boys onthe slide.

2.How many candles arethere?

3.I want some rice. 4.He doesn’t like beans.5.Meg is next to Henry.6.Whose painting is this? 7.What is she doing?8.When do you get up? 9.Their hair is curly.10. She never watches TV.

8.When you get up? __When do you get up? __When does you get up? __

Student’s Book 70

95

Test 1, pages 49 and 50Total score: 50

A1. There is a duck on the pond. 2. There are two girls on the bench.3. There are two boys on the seesaw. 4. There are three birds in the tree.5. There is a kite in the sky.(5 points)

B1. I want some rice. 2. I have a banana. 3. Do you want some milk?4. I want some onions. 5. Do you want an apple? 6. I have an orange.7. I want some juice. 8. Do you want some eggs? 9. I want a carrot.10. I have some cheese.(10 points)

C1. I like chocolate. 2. I don’t like beans. 3. He likes bananas.4. Do you like milk? 5. She likes cheese. 6. He doesn’t like rice.7. Does he like chicken? 8. Sarah likes ice cream.9. Does she like grapes? 10. She doesn’t like onions.(10 points)

D1. He’s behind the curtains. 2. It’s next to the bed. 3. She’s in front of Meg.4. It’s behind the chair. 5. He’s next to Sarah.(5 points)

E1. Question: How many eggs are there? Answer: There are twelve eggs.2. Question: How many carrots are there? Answer: There are five carrots.3. Question: How many oranges are there? Answer: There are six oranges.4. Question: How many onions are there? Answer: There are three onions.5. Question: How many bananas are there? Answer: There is one banana.(10 points)

F1. The yellow present is between the red present and the blue present.

(or: between the blue present and the red present.)2. The black present is next to the green present.3. The green present is between the orange present and the black present.

(or: between the black present and the orange present.)4. The red present is next to the yellow present.5. The blue present is between the yellow present and the orange present.

(or: between the orange present and the yellow present.)6. The orange present is between the blue present and the green present.

(or: between the green present and the blue present.)(10 points)

Test answer keys

96

Test 2, pages 91 and 92Total score: 50

A1. Where does he live? He lives in Canada. 2. What is that? It’s a potato.3. What are you doing? I’m writing a letter.4. Where does Maggie live? She lives in England.5. When do you get up? I get up at seven o’clock.6. Who is that? That’s my brother. 7. What is Jackie doing? She is reading a book.8. What is that? It’s a paintbrush. 9. Who is that? That’s Justin.10. When do you go to bed? I go to bed at nine o’clock.(10 points)

B1. Whose painting is this? 2. It’s Danny’s painting. 3. Whose drawing is this?4. It’s Meg’s drawing. 5. This is my paintbrush. 6. These are my crayons.7. My crayon is red. 8. Your pencil is blue.(8 points)

C1. I have black hair. 2. We have brown eyes. 3. Peter has blue eyes.4. She has curly hair. 5. They have long hair.(5 points)

D1. eight thirty 8:302. four forty-five 4:453. three fifteen 3:154. six o’clock 6:005. twelve o’clock 12:00(7 points)

E1. I always walk to school. 2. He never does his homework.3. Carol has blond hair. 4. Jeff has blue eyes. 5. They have long hair.6. She gets up at six o’clock. 7. We have dinner at six thirty. 8. Max lives in Australia. 9. Cory is playing football. 10. These are my crayons.(10 points)

F1. I sometimes watch TV. 2. He never watches TV. 3. Al never cleans his room. 4. Katy never has a snack.5. I sometimes have a snack. 6. I sometimes clean my room.7. I always set the table. 8. She never sets the table. 9. I sometimes feed the cat. 10. Mia always feeds the dog.(10 points)